Dawkins, Marvin P.
Black Students' Occupational Expectations: A National Study of the Impact of School Desegregation
University of Wisconsin, Parkside
How is school desegregation related to job expectations for African Americans?
Journal Name or Institutional Affiliation:
Vol. 18, No. 1, pp. 98-113
- Students who attended desegregated schools were more likely than those who did not to expect non-traditional occupations.
- School desegregation positively influences higher occupational expectations for Black males in southern schools.
- The effects of desegregation on non-traditional expectations was small for southern and non-southern women relative to other predictors.
- The higher expectations for professional outcomes of Blacks who attend desegregated schools persist when examined up to four years after high school.
- Social class, academic aptitude, educational aspirations, high school curriculum, and self-concept of ability to complete college were more important than desegregation for all sub-groups except southern men.
Journal Article Empirical Research
Desegregation, Long Term Outcomes, Occupational Outcomes
Secondary Survey Data
Method of Analysis:
Black males and females
Unit of Analysis:
- Data are from subsamples of Black men (1369) and women (1750) who participated in the NLS (National Longitudinal Study) of the high school class of 1972---sponsored by the NCES.
- Two stage sample design to select a national probability sample of high school seniors.
- Student data included family background, educational and vo-tech activities, post-high school plans, aspirations and other attitudes.
- DV: The major dependent variable is occupational expectations. Non-traditional occupations-higher level positions in which blacks are underrepresented. Traditional occupations- lower level positions in which blacks are overrepresented.
- Analyses are performed separately by gender.
- IV: school desegregation, social class, community size, teacher influence on college plans, high school curriculum, academic aptitude, high school grades, educational aspirations, job values, self-concept of ability to complete college, college admission.